THEATRE OF THE ABSURD ASSESSMENT TASKS YEAR 11 DRAMA. PRELIMINARY COURSE. ASSESSMENT TASK 1. Design/Director’s Portfolio or Absurdist Script. DUE DATE: Week 8, Term 1. WEIGHTING: 10% (part of logbook assessment for Semester One) MARK: /20. LENGTH: 1,000 words. OUTCOMES ASSESSED: Refer to Assessment Booklet. THE TASK: ·Write a scene with two characters who are dependent on each other, but hate each other. They are trapped in a strange place with a straw broom and an egg-beater OR ·Write up a director and designer’s folio for a scene from the Dumb Waiter or the Bald Prima Donna.
CRITERIA FOR ASSESSMENT. You will be assessed on: ·Your ability to incorporate Absurdist elements of the illogical, violence, humour, pause and metaphor into the script or into your direction and design of the scene. ·Your ability to write to length and in a format appropriate for a script or director's portfolio. ·Your ability to realise a chosen scene for performance on the stage. MARKING GUIDELINE FOR SCRIPT. 20-17: An original script, or sophisticated folio which incorporates all of the elements of Absurdist Theatre mentioned in the assessment criteria into a cohesive dramatic scene. The scene or portfolio’s sophisticated use of dramatic elements would translate into an engaging scene on stage. It is written in a consistent and appropriate style for the theatre. 16- 12: An effective to adequate script or portfolio, which incorporates most of the elements of Absurdist Theatre mentioned in the assessment criteria into a dramatic scene. The portfolio or scene’s use of dramatic elements would translate into a mostly effective or predictable scene on stage. It is written in a capable dramatic style. 11-7: A basic to limited portfolio or script, which incorporates a limited number of the elements of Absurdist Theatre mentioned in the assessment criteria into a confusing dramatic scene. The portfolio or scene’s inconsistent use of dramatic elements makes translation to the stage problematic. It shows limited understanding of the stylistic requirements of writing for the theatre. 6-0: A minimal portfolio or script, which incorporates little or none of the elements of Absurdist Theatre mentioned in the assessment criteria into a dramatic scene. The portfolio or scene’s minimal use of dramatic elements presents substantial or insurmountable difficulties in transposing the scene for the stage. It is written in an inappropriate dramatic style. YEAR 11 DRAMA. PRELIMINARY COURSE. ASSESSMENT TASK 2. Group Devised Performance- Absurdism. DUE DATE: Week 9, Term 1 (but continuous throughout term). WEIGHTING: 10% MARK: /20 LENGTH: 7- 10 minutes. OUTCOMES ASSESSED: Refer to Assessment Booklet. THE TASK:
Students will develop and perform a group-devised performance which incorporates a substantial number of dramatic conventions of Theatre of the Absurd. Such devices may include, but are not limited to- meaningless ritual, vaudeville and farce techniques in dramatically serious situations, illogical development of the scene, blind obedience to a higher authority, repetition and violence. CRITERIA FOR ASSESSMENT.
The ability to incorporate performance elements associated with Absurdist drama to create an original and engaging scene.
The ability to work as an ensemble to engage the audience.
The level of physical and vocal skills and the use of the stage space.
MARKING GUIDELINE.
20-18: The student shows exemplary performance skills in movement and voice. There is a sophisticated awareness and use of the techniques and conventions associated with the Theatre of the Absurd to create an original and highly engaging scene. There is strong commitment to the ensemble in both rehearsal and performance.
17-14: The student shows effective, but not always consistent performance skills in movement and voice. There is some awareness and use of the techniques and conventions associated with the Theatre of the Absurd to create an effective, but not always consistent scene. There is some commitment to the ensemble in both rehearsal and performance.
13-8: The student shows adequate performance skills in movement and voice. There is a basic awareness and use of the techniques and conventions associated with the Theatre of the Absurd to create a predictable or stereotypical scene. There is an inconsistent commitment to the ensemble in both rehearsal and performance.
7-1: The student shows little or no awareness and use of the techniques and conventions associated with the Theatre of the Absurd to create an incomplete or confusing scene. There is minimal commitment to the ensemble in both rehearsal and performance. YEAR 11 DRAMA. PRELIMINARY COURSE. ASSESSMENT TASK 3. Workshop Participation- Absurdism. DUE DATE: Week 9, Term 1 (but continuous throughout term). WEIGHTING: 10% MARK: /20 LENGTH: Variable. OUTCOMES ASSESSED: Refer to Assessment Booklet. THE TASK: Students will be assessed on the quality of participation and performances in workshops on the Theatre of the Absurd and the depth of understanding evident in logbook entries throughout the teaching of this unit. CRITERIA FOR ASSESSMENT.
The ability to use, develop and experiment with performance techniques associated with the Theatre of the Absurd in workshop situations.
The level of understanding of these techniques and knowledge of the Theatre of the Absurd and reflection on movement and vocal skill acquisition evident in logbook entries.
The commitment to the ensemble and process of creating drama.
MARKING GUIDELINE.
20-18: The student shows exemplary performance skills in movement and voice. There is a sophisticated awareness and use of the techniques and conventions associated with the Theatre of the Absurd evident in workshop process. Knowledge of the forms and conventions of the Theatre of the Absurd evident in the logbook is detailed and sophisticated.
16- 12: The student shows effective performance skills in movement and voice. There is a substantial awareness and use of the techniques and conventions associated with the Theatre of the Absurd evident in workshop process. Knowledge of the forms and conventions of the Theatre of the Absurd evident in the logbook shows an effective understanding.
11- 7: The student shows adequate performance skills in movement and voice. There is a basic awareness and use of the techniques and conventions associated with the Theatre of the Absurd evident in workshop process. Knowledge of the forms and conventions of the Theatre of the Absurd evident in the logbook is elementary and superficial.
1-6: The student shows minimal performance skills in movement and voice. There is a little or no awareness and use of the techniques and conventions associated with the Theatre of the Absurd evident in workshop process. Knowledge of the forms and conventions of the Theatre of the Absurd evident in the logbook is minimal and confused.
THEATRE OF THE ABSURD ASSESSMENT TASKS
YEAR 11 DRAMA. PRELIMINARY COURSE.
ASSESSMENT TASK 1.
Design/Director’s Portfolio or Absurdist Script.
DUE DATE: Week 8, Term 1.
WEIGHTING: 10% (part of logbook assessment for Semester One)
MARK: /20.
LENGTH: 1,000 words.
OUTCOMES ASSESSED: Refer to Assessment Booklet.
THE TASK:
· Write a scene with two characters who are dependent on each other, but hate each other. They are trapped in a strange place with a straw broom and an egg-beater OR
· Write up a director and designer’s folio for a scene from the Dumb Waiter or the Bald Prima Donna.
CRITERIA FOR ASSESSMENT.
You will be assessed on:
· Your ability to incorporate Absurdist elements of the illogical, violence, humour, pause and metaphor into the script or into your direction and design of the scene.
· Your ability to write to length and in a format appropriate for a script or director's portfolio.
· Your ability to realise a chosen scene for performance on the stage.
MARKING GUIDELINE FOR SCRIPT.
20-17: An original script, or sophisticated folio which incorporates all of the elements of Absurdist Theatre mentioned in the assessment criteria into a cohesive dramatic scene. The scene or portfolio’s sophisticated use of dramatic elements would translate into an engaging scene on stage. It is written in a consistent and appropriate style for the theatre.
16- 12: An effective to adequate script or portfolio, which incorporates most of the elements of Absurdist Theatre mentioned in the assessment criteria into a dramatic scene. The portfolio or scene’s use of dramatic elements would translate into a mostly effective or predictable scene on stage. It is written in a capable dramatic style.
11-7: A basic to limited portfolio or script, which incorporates a limited number of the elements of Absurdist Theatre mentioned in the assessment criteria into a confusing dramatic scene. The portfolio or scene’s inconsistent use of dramatic elements makes translation to the stage problematic. It shows limited understanding of the stylistic requirements of writing for the theatre.
6-0: A minimal portfolio or script, which incorporates little or none of the elements of Absurdist Theatre mentioned in the assessment criteria into a dramatic scene. The portfolio or scene’s minimal use of dramatic elements presents substantial or insurmountable difficulties in transposing the scene for the stage. It is written in an inappropriate dramatic style.
YEAR 11 DRAMA. PRELIMINARY COURSE.
ASSESSMENT TASK 2.
Group Devised Performance- Absurdism.
DUE DATE: Week 9, Term 1 (but continuous throughout term).
WEIGHTING: 10%
MARK: /20
LENGTH: 7- 10 minutes.
OUTCOMES ASSESSED: Refer to Assessment Booklet.
THE TASK:
Students will develop and perform a group-devised performance which incorporates a substantial number of dramatic conventions of Theatre of the Absurd. Such devices may include, but are not limited to- meaningless ritual, vaudeville and farce techniques in dramatically serious situations, illogical development of the scene, blind obedience to a higher authority, repetition and violence.
CRITERIA FOR ASSESSMENT.
MARKING GUIDELINE.
20-18: The student shows exemplary performance skills in movement and voice. There is a sophisticated awareness and use of the techniques and conventions associated with the Theatre of the Absurd to create an original and highly engaging scene. There is strong commitment to the ensemble in both rehearsal and performance.
17-14: The student shows effective, but not always consistent performance skills in movement and voice. There is some awareness and use of the techniques and conventions associated with the Theatre of the Absurd to create an effective, but not always consistent scene. There is some commitment to the ensemble in both rehearsal and performance.
13-8: The student shows adequate performance skills in movement and voice. There is a basic awareness and use of the techniques and conventions associated with the Theatre of the Absurd to create a predictable or stereotypical scene. There is an inconsistent commitment to the ensemble in both rehearsal and performance.
7-1: The student shows little or no awareness and use of the techniques and conventions associated with the Theatre of the Absurd to create an incomplete or confusing scene. There is minimal commitment to the ensemble in both rehearsal and performance.
YEAR 11 DRAMA. PRELIMINARY COURSE.
ASSESSMENT TASK 3.
Workshop Participation- Absurdism.
DUE DATE: Week 9, Term 1 (but continuous throughout term).
WEIGHTING: 10%
MARK: /20
LENGTH: Variable.
OUTCOMES ASSESSED: Refer to Assessment Booklet.
THE TASK: Students will be assessed on the quality of participation and performances in workshops on the Theatre of the Absurd and the depth of understanding evident in logbook entries throughout the teaching of this unit.
CRITERIA FOR ASSESSMENT.
MARKING GUIDELINE.
20-18: The student shows exemplary performance skills in movement and voice. There is a sophisticated awareness and use of the techniques and conventions associated with the Theatre of the Absurd evident in workshop process. Knowledge of the forms and conventions of the Theatre of the Absurd evident in the logbook is detailed and sophisticated.
16- 12: The student shows effective performance skills in movement and voice. There is a substantial awareness and use of the techniques and conventions associated with the Theatre of the Absurd evident in workshop process. Knowledge of the forms and conventions of the Theatre of the Absurd evident in the logbook shows an effective understanding.
11- 7: The student shows adequate performance skills in movement and voice. There is a basic awareness and use of the techniques and conventions associated with the Theatre of the Absurd evident in workshop process. Knowledge of the forms and conventions of the Theatre of the Absurd evident in the logbook is elementary and superficial.
1-6: The student shows minimal performance skills in movement and voice. There is a little or no awareness and use of the techniques and conventions associated with the Theatre of the Absurd evident in workshop process. Knowledge of the forms and conventions of the Theatre of the Absurd evident in the logbook is minimal and confused.